Interim Report from Project- Released September, 2025
Oregon Journalism Project First Quarter Data 25-26 (searchable by school)
Recorded Webinars for Viewing
Attendance as a Behavioral Outcome: Addressing the Root Case of Chronic Absenteeism Video Slides
Ad Council Release of Attendance Toolkit September 10th use password: eZ4W$8we
Media
News Story on Phoenix-Talent's Success (way to go!)
Research Collection
Hanover Research Project for Our Work
AEI Attendance Resources and Interactive Map
White House Work on Attendance
Recording of Webinar "Creating a Culture of Regular Attendance" PowerPoint Slides (as PDF) from this session
Recording of Webinar "Building a Plan: A Comprehensive Approach" Powerpoint Slides (as PDF) from this session
Articles of Interest
This study of over 10,000 high school students found that those with lower overall social-emotional competence (SEC) are significantly more likely to be chronically absent, with students in the "Need" range facing 77% higher odds of missing 10% or more of the school year. While interpersonal skills showed no significant link to attendance, higher levels of intrapersonal skills—such as self-management and goal-directed behavior—and decision-making skills were identified as key protective factors. Based on these findings, the authors suggest that schools can reduce chronic absenteeism by using SEC assessments to proactively identify at-risk students and implementing social-emotional learning programs that emphasize personal responsibility and goal-setting.
Absences and Achievement After the Pandemic
This article examines the impact of increased student absenteeism on academic achievement in Maryland and North Carolina following the COVID-19 pandemic. While the negative effect of each individual absence on test scores has decreased slightly since 2019, the sheer volume of absences has surged by over 65 percent, leading to significant overall declines in math and reading proficiency. Ultimately, the authors argue that addressing chronic absenteeism must remain a primary focus for policymakers to facilitate post-pandemic educational recovery.
Connection, Trust, and Learning: Student Attendance in the Middle and High School
Grades Following the COVID-19 Pandemic
This research brief from the UChicago Consortium examines the factors influencing student attendance in Chicago Public Schools following the COVID-19 pandemic. The study finds that strong teacher-student relationships and a sense of belonging are the most significant predictors of consistent attendance, outweighing factors like school safety or academic rigor. Ultimately, the authors suggest that schools should focus on fostering trust and emotional connection to combat chronic absenteeism rather than relying solely on traditional monitoring systems.
Three Things You Need to Know About Chronic Absence
An Edweek op-ed from the Everyday Labs team outlines three key insights for reducing chronic absenteeism, which is defined as missing over 10 percent of school days. First, the data shows that every single missed school day matters for academic achievement, with the decline in test scores being sharpest before a student reaches the chronic absenteeism threshold. Second, districts should focus more on students who are not yet chronically absent because they account for the majority of total absences, making light-touch interventions like personalized family communication highly effective for this group. Finally, the need for intervention never expires, as absence rates increase throughout the school year.
Factors Influencing School Attendance for Chronically Absent Students
This issue brief, based on a 2013-14 study in the Sacramento City Unified School District (SCUSD), found that chronically absent students typically face multiple, complex challenges, with an average of ten barriers identified per student. The three most commonly reported barriers to attendance across the population were student physical health (36% of participants), parent/caregiver discretion (31%), and transportation issues (28%). Despite these obstacles, the key motivators for attendance were positive relationships with teachers and peers (81%) and the simple desire to learn (63%). The report concludes with suggestions for targeted interventions, recommending strategies focused on improving student health, increasing parent engagement, and providing necessary social and academic support.
They Examined 3.3 Million Text Messages on Chronic Absenteeism. Here are 4 Big Findings
A SchoolStatus analysis of attendance intervention data found that early intervention is key, showing a 28% reduction in absence rates when families received a letter after just three to five absences. Communication is most effective when it is accessible, timely, and specific, with text messages at 8 a.m. or 2-4 p.m. and clear, plain language outperforming "edu-jargon." Attendance spikes occur in pre-K, sixth grade, and high school, requiring schools to use targeted strategies like direct student messaging, as these are critical moments where building relationships and actively noticing absences are crucial for intervention success.
How to Tackle Chronic Absenteeism: Resources for Policymakers, Educators and Researchers
American Institutes for Research (AIR) addresses the national challenge of chronic absenteeism, which is defined as a student missing at least 10 percent of school, and reached 31% during the 2021-2022 school year. To combat this issue, the article outlines four evidence-based strategies for education leaders: strengthening positive communication with families; improving student engagement and creating supportive conditions for learning. It also recommends investing in early warning systems like the Early Warning Intervention and Monitoring System (EWIMS) to identify at-risk students, and engaging strength-based, community-focused supports and services such as the Building Assets and Reducing Risks (BARR) approach. AIR also developed the Chronic Absenteeism Explorer, an interactive data tool that allows policymakers and educators to analyze pre- and post-pandemic trends in student absences at the state, district, and school levels.
Recent Immigration Raids Increased Absences
This working paper from the Annenberg Institute at Brown University investigates the impact of local immigration raids on student attendance, evaluating anecdotal accounts that suggest increased absences due to parents fearing separation from their children. The study utilizes a three-year daily time series of student absences from five school districts in California's Central Valley, a region that experienced recent and unexpected enforcement activity. The results consistently indicate that the immigration raids coincided with a large and statistically significant 22 percent increase in the daily count of student absences. This increase was most pronounced among Pre-Kindergarten and K-5 students and highlights the broader policy implications of immigration enforcement in terms of lost opportunities to learn and the substantial stress placed on children and their families.
The article from Harvard Graduate School of Education highlights a post-pandemic attendance crisis, where the rate of chronic absenteeism—missing over 10% of school—has nearly doubled across the U.S. from 8 million students to 16 million. Experts suggest this is due to broken school routines and a rise in tolerance for absences among students and staff. Research by Todd Rogers and Karen Mapp found that sending monthly, personalized "nudge letters" to families, which compare their child's attendance to others, can reduce chronic absenteeism by 10-15%. However, the most effective long-term strategy for ending this crisis is building and maintaining strong, respectful family-school partnerships that support families with resources and address the individual root causes of a child's absence.
Supporting Academic Development and Learning Through Best Practices: Attendance
The Institute of Education Sciences (IES) identifies four research-based strategies to address the national crisis of chronic absenteeism, which affected over 14 million students in the 2021–22 school year. These evidence-based practices include text messaging with families, which IES-funded research found can decrease chronic absenteeism rates by 12 to 18 percent, and the implementation of Early Warning Systems using attendance data to identify and support at-risk students. Other key approaches involve fostering stronger partnerships with families to support attendance and learning, and promoting a positive school climate and safe learning conditions to reduce exclusionary discipline. IES recommends educators use a cycle of evidence-based continuous improvement when selecting and implementing these interventions.
All in for Attendance: Collective action for public health strategies that address chronic absence
"All in for Attendance," from Johns Hopkins Bloomberg School of Public Health argues that missing 10% or more of school days is fundamentally a public health challenge rooted in systemic health and social barriers, not just an educational one. The framework supports a proactive, prevention-focused, and cross-sector response involving education, health care, and public health leaders. Three guiding principles are emphasized throughout: leveraging attendance data as a community vital sign, developing powerful strategic partnerships, and designing strengths-based policies to dismantle the systemic causes of student absence.
Reducing Chronic Absenteeism Report- Learning Policy Institute
This report examines how four California community schools successfully reduced their chronic absenteeism rates after the pandemic. The schools used a comprehensive, holistic approach that included improving family engagement, increasing student connectedness, and systematically tracking and analyzing data. The report concludes that effective approaches to combating chronic absenteeism are proactive and preventive, rely on trusting relationships, and utilize a systematic, data-driven approach with dedicated staff.
Strategies for Addressing Chronic Absenteeism in the Post-Pandemic Era
Chronic absenteeism, defined as missing 10% or more of school days, has dramatically increased since the COVID-19 pandemic, nearly doubling in the state of Virginia and the MERC region. The increase has been particularly pronounced at the elementary level, with chronic absenteeism rates more than doubling for both the state and the MERC region. A variety of factors contribute to chronic absenteeism, including issues related to student well-being, family dynamics, poverty, and school environment, and addressing it effectively requires a multi-level approach that involves schools, families, and communities.
In response to the nationwide surge in chronic absenteeism, schools are implementing various strategies to get students back in the classroom. The article highlights that building strong relationships and providing targeted support, such as additional bus stops or weekly student check-ins, are proving effective in improving attendance. While the issue is complex, these school-based interventions are showing promising results in reducing chronic absenteeism and re-engaging students.
Treating Chronic Absenteeism Like a Public Health Emergency
Chronic absenteeism in California schools is a growing crisis that impacts students' long-term prospects, particularly among marginalized groups, and needs to be addressed as a public health emergency. Traditional punitive measures are ineffective, and experts suggest adopting a comprehensive, health-focused approach that includes clear communication, stakeholder collaboration, and preventive strategies. This proactive approach would mobilize resources to improve attendance through consistent, positive messaging, family engagement, and community support, creating a healthier educational environment for students.
White House Video About Absenteeism Every Day Counts Summit: Addressing Chronic Absenteeism and Increasing Student Engagement
Let's Make Schools Places Where Students Want to Be
Chronic absenteeism rates have skyrocketed in schools across the United States. To address this issue, we must prioritize creating engaging, relevant, and inclusive learning environments. Students and adults alike are feeling disconnected from schools, which negatively impacts academic outcomes and overall well-being. To improve school experiences, we must listen to and partner with students and families, focus on learning environments, and prioritize adult well-being and learning. By implementing these strategies, we can create more inviting schools that foster student success and community vitality.
How do you boost school attendance? In Rhode Island, with public rankings and Oprah-style giveaways
Rhode Island has adopted a comprehensive, community-based approach to address chronic absenteeism in schools, involving everyone from educators to state officials. The strategy includes a public "leaderboard" tracking attendance metrics, incentives for local governments, collaboration with businesses, and community support services to remove barriers to attendance. This approach has helped reduce absenteeism rates significantly, though state and school leaders recognize there is still work to be done. The model has garnered national attention and is considered effective in creating shared responsibility for student attendance.
Districts Highlighted for Success (linked from White House shared resources)
White House Fact Sheet and Call to Action
The Biden-Harris Administration has prioritized combating chronic absenteeism, which surged to 31% in the 2021-2022 school year due to COVID-19 disruptions. Recognizing its adverse effects on student achievement and graduation rates, the Administration has implemented strategies to improve attendance, such as increasing family communication, home visits, and making schools more engaging. The Every Day Counts Summit is highlighting successful district initiatives and announcing new federal actions, including targeted grants and resources to support data-driven interventions and transportation solutions. These efforts aim to foster a "culture of attendance" and ensure students are present and engaged in their education.
Why School Absences Have Exploded Almost Everywhere
Key: This article has a search where some district data is available as well.
The article highlights the persistent issue of increased student absenteeism in the United States since the pandemic began, affecting both affluent and working-class communities. Factors contributing to absenteeism include family vacations, mental health struggles, and distrust in the education system's response to the pandemic. Despite efforts to address the issue, such as home visits and coaching programs, meaningful change remains slow and challenging, with absenteeism continuing to hinder the nation's educational recovery. The cultural shifts brought about by the pandemic, including remote work and hybrid learning models, raise questions about whether these changes will become permanent features of American society.
Addressing Elementary Chronic Absenteeism
The research brief by Hanover Research highlights the significant negative impact of chronic absenteeism on student success, particularly in the early elementary grades. The key findings suggest that improving attendance rates involves creating a positive school culture around attendance, engaging students, teachers, and parents. Strategies include establishing a welcoming school environment, developing trusting relationships, and promoting the value of attendance through effective communication. The research indicates that comprehensive approaches, such as personalized communication on missed days, incentives, and reducing transportation barriers, can contribute to improving attendance rates, ultimately positively impacting academic and social-emotional outcomes for students. Two successful district spotlights, Sioux Falls School District and Los Angeles Unified School District, illustrate the implementation of effective strategies to increase attendance rates at the elementary level.
The Effects of Absenteeism on Academic and Social-Emotional Outcomes-Lessons for COVID-19
This article explores the impact of absenteeism on academic and social-emotional outcomes, drawing lessons for the COVID-19 pandemic. It notes the disparities in online participation during the pandemic, especially among students of color and those in high-poverty schools. The analysis, based on data from six large CORE districts in California, reveals that, on average, students are absent for about 7 days in a regular school year, with variations across grade levels and student subgroups. The study finds that absenteeism negatively affects test scores, with a more pronounced impact on middle school students, and vulnerable student groups, such as those classified as low-income, English learners, students with disabilities, and homeless/foster youth, are particularly affected. Additionally, the article demonstrates that extended absences harm social-emotional outcomes, with middle school students experiencing the strongest negative impact. The study concludes by emphasizing the potential long-term consequences of extended absenteeism, especially during the COVID-19 pandemic, and the need for intensive academic and social-emotional support to mitigate the effects.
Strategies for Improving Student Attendance: Policies and Practice
The article highlights the significant impact of the COVID-19 pandemic on student attendance rates, particularly in the Los Angeles Unified School District (LAUSD), where chronic absenteeism surged to 46% compared to the pre-pandemic average of 19%. High absenteeism raises concerns about lower literacy rates and increased dropout rates. The Hanover Research member district is collaborating with Hanover to reassess attendance policies through evidence-based, nonpunitive practices that include positive behavior supports and incentives. The recommendations emphasize a data-driven approach, understanding perceptions of attendance barriers, and implementing initiatives to foster supportive relationships between students, parents, and educators. The article also discusses key findings regarding chronic absenteeism, its barriers, and positive school environments. The case studies show districts incorporating holistic approaches, such as tiered interventions, to address attendance issues.
The Current State of School Climate in Public Schools
This article summarizes findings from a national dataset of Climate Survey results by Hanover Research, focusing on academic, school/building, social, and inclusiveness themes. At the primary school level, there is strong agreement among parents and staff that the school and teachers aim for student success, while at the secondary level, fewer parents and students share this perception. Notable gaps exist in perspectives on instructional support between primary school teachers and parents. The emotional climate in primary schools is generally positive, while bullying and harassment are reported at both primary and secondary levels, with physical appearance being a common target. Inclusiveness and transparency in decision-making are identified as areas for improvement at both district and school levels.
Skipping School: American's Hidden Education Crisis
The article discusses the hidden education crisis in America, focusing on the significant increase in absenteeism since the COVID-19 pandemic. With limited government intervention, some schools have turned to private companies like Concentric Educational Solutions to address the issue. The company employs professionals like Shepria Johnson, who make home visits to understand the reasons behind students missing school and work with families to improve attendance. Chronic absenteeism has become a widespread problem, leading to various consequences such as declining academic performance, mental health issues, and increased youth violence. Concentric's approach involves direct intervention and support, gaining traction amid the education crisis.
Using Chronic Absence Data to Improve Conditions for Learning
The article emphasizes the importance of reducing chronic absence in schools by creating positive learning environments. It highlights that when schools provide engaging, supportive, and culturally responsive conditions, families are more likely to ensure their children attend consistently. Chronic absence, defined as missing 10 percent or more of school, is identified as a warning sign for academic struggles, with nearly 8 million students affected in the 2015-16 school year. The data on chronic absence can be used by policymakers and community partners to allocate resources and address inequities in conditions for learning. The article also provides a framework for using chronic absence data to improve attendance and conditions for learning, citing case studies from Georgia and Cleveland as examples of successful interventions.
Preventing Missed Opportunity: Taking Collective Action to Confront Chronic Absence
The article highlights the alarming issue of chronic absence in the United States, as revealed by the first-ever national data set released by the U.S. Department of Education. More than 6.5 million students, approximately 13 percent, missed three or more weeks of school during a single year, posing a significant threat to their academic achievement and graduation prospects. Disproportionate impacts were observed among students from communities of color and those with learning disabilities. The report emphasizes the need for a comprehensive, tiered approach to address chronic absence, with prevention, early intervention, and strategic partnerships being key components. Successful initiatives from various locations are cited as examples, and the report urges states and districts to invest in consistent data collection, use data to target resources, and create shared accountability to confront chronic absence collectively.
Chronic Absence: A Sign to Invest in Early Learning
The article emphasizes the importance of educators collaborating to address chronic absence, as individualized interventions quickly become overwhelming and unsustainable. Instead, investing in tier 1 practices can prevent a large number of students from becoming chronically absent. Educators who model strong social-emotional competencies, are culturally responsive, integrate social-emotional learning into teaching, and provide non-judgmental feedback are essential in reducing student disengagement. By understanding root causes and providing support, educators can create engaging environments that support attendance and overall student success. The article concludes with four key messages challenging false assumptions about chronic absence, highlighting the need for collective responsibility, supportive school environments, and tailored support to address underlying causes effectively.
Ballooning Chronic Absenteeism Requires State Intervention
A nationwide analysis of 2021-22 federal data by Attendance Works and Johns Hopkins’ Everyone Graduates Center reveals a significant increase in chronic absenteeism across schools and districts in every state. With at least 10% of schools reporting chronic absenteeism, the majority of districts are affected, highlighting the need for urgent action from state agencies and policymakers. While traditionally a district-level concern, the unprecedented post-pandemic levels of chronic absenteeism call for broader state-level interventions. Strategies to address the issue include providing timely data, promoting awareness, avoiding punitive measures, and offering evidence-based approaches to improve attendance, especially in schools serving students in poverty. While there are signs of improvement, chronic absenteeism remains at unprecedented levels, requiring sustained efforts to restore pre-pandemic levels of student engagement and attendance.
Are We Thinking About Absenteeism Wrong? What it Takes to Keep Kids in School
The editorial highlights the widespread issue of student absenteeism, prompting discussions among administrators about various strategies to address it. While efforts focus on getting students back to school, deeper questions arise about the relevance and engagement within traditional education models. Factors such as changes in learning during the pandemic, societal issues, and technological distractions contribute to student disengagement. The author advocates for a shift towards adaptive leadership that prioritizes understanding and addressing systemic issues to create more engaging learning environments.
Students Are Making a 'Surprising' Rebound from Pandemic Closures. But Some May Never Catch Up.
A national study reveals that elementary and middle school students in the US have made progress since the pandemic-induced school closures in 2020 but are still far from fully recovering academically. While students have regained about a third of their lost math skills and a quarter of their lost reading skills, many are not expected to catch up before federal aid expires. The study highlights an uneven recovery, with students from poorer districts facing greater challenges and widening inequality. Strategies such as increased instructional time, tutoring, and addressing students' mental health have shown promise in aiding recovery, but the pace of national progress remains insufficient, raising concerns about long-term economic and social impacts.
Proof Points: The Chronic Absenteeism Puzzle
The article discusses the persistent issue of chronic absenteeism in schools, which has worsened during the pandemic, with about 30% of students missing significant portions of the school year. Despite this alarming trend, only 15% of public school leaders express extreme concern about student absences. Chronic absenteeism affects not only academic performance but also disrupts classroom dynamics and teaching pace. The article highlights the discrepancy between daily attendance rates and chronic absenteeism, emphasizing the need for better monitoring and intervention strategies by school leaders, as well as collaboration with parents to address the underlying reasons for student absences.
Chronic Absence: A Sign to Invest in Conditions for Learning
These authors find that educators must actively address chronic student absence by collaborating and implementing tier one practices, as individual interventions can overwhelm resources and lead to teacher attrition. By focusing on universal practices, educators can preventatively reduce the need for targeted interventions, fostering engagement and attendance. Effective strategies involve modeling strong socio-emotional competencies, cultural responsiveness, and integrating social-emotional learning into teaching practices. Instead of blaming students, educators should invest in problem-solving and support to address root causes, ensuring all students thrive in a supportive school environment. It's imperative to spread key messages debunking false assumptions about chronic absence, emphasizing the collective responsibility of educators, the influence of community factors, and the need for supportive interventions tailored to local causes.
One on One Outreach Shows Promise in Cutting Schools Absenteeism
Leah Marks, an outreach worker in Sanford, Maine, has made a significant impact on local school attendance rates by walking children to school, fostering a sense of connection and reliability among students and their families. This initiative is part of a broader effort to combat the increase in chronic absenteeism, which has surged nationwide since the COVID-19 pandemic, with nearly 30% of public school students being chronically absent in the 2021-2022 school year. In response to the absenteeism crisis, some states, including Maine and Connecticut, are implementing programs aimed at reconnecting students with their schools through personalized attention and support, funded by federal emergency and state funds. These efforts are mirrored in various initiatives across the country, including career-focused programs in D.C. and outreach efforts by private companies, highlighting the essential role of connection and engagement in combating chronic absenteeism and fostering student success.
Health Issues Keep Millions of Kids Consistently Out of School, Study Finds
A recent CDC report highlights that around 3 million U.S. children missed significant days of school due to health-related issues in 2022, with higher rates among white, Hispanic, and low-income households. Disability and poor health status were strongly linked to chronic absenteeism, emphasizing the importance of health access. Chronic absenteeism poses risks to academic performance and long-term health outcomes, especially concerning after the COVID-19 pandemic, which exacerbated the issue. Strategies like early warning systems and improved health care access, including school-based health clinics, are advocated to address this concerning trend by experts and the White House.
These Teens Were Missing Too Much School. Here's What it Took to Get Them Back
Sophomore Neomi in a Colorado mountain town struggles with chronic absenteeism due to bullying and social isolation after a breakup. The school staff, along with her mother, engage in a sensitive meeting to understand and address her attendance issues. This situation highlights a broader trend of increased absenteeism post-pandemic, with 26% of U.S. students being chronically absent in the 2022-'23 school year. Through personal conversations and tailored support, such as mental health resources and logistical accommodations, schools aim to improve attendance and prevent the negative long-term impacts on students' education and graduation prospects. Note: This article has a "listen to" feature as well.
Addressing Elementary Chronic Absenteeism
The research brief by Hanover Research highlights the significant negative impact of chronic absenteeism on student success, particularly in the early elementary grades. The key findings suggest that improving attendance rates involves creating a positive school culture around attendance, engaging students, teachers, and parents. Strategies include establishing a welcoming school environment, developing trusting relationships, and promoting the value of attendance through effective communication. The research indicates that comprehensive approaches, such as personalized communication on missed days, incentives, and reducing transportation barriers, can contribute to improving attendance rates, ultimately positively impacting academic and social-emotional outcomes for students. Two successful district spotlights, Sioux Falls School District and Los Angeles Unified School District, illustrate the implementation of effective strategies to increase attendance rates at the elementary level.
The Effects of Absenteeism on Academic and Social-Emotional Outcomes-Lessons for COVID-19
This article explores the impact of absenteeism on academic and social-emotional outcomes, drawing lessons for the COVID-19 pandemic. It notes the disparities in online participation during the pandemic, especially among students of color and those in high-poverty schools. The analysis, based on data from six large CORE districts in California, reveals that, on average, students are absent for about 7 days in a regular school year, with variations across grade levels and student subgroups. The study finds that absenteeism negatively affects test scores, with a more pronounced impact on middle school students, and vulnerable student groups, such as those classified as low-income, English learners, students with disabilities, and homeless/foster youth, are particularly affected. Additionally, the article demonstrates that extended absences harm social-emotional outcomes, with middle school students experiencing the strongest negative impact. The study concludes by emphasizing the potential long-term consequences of extended absenteeism, especially during the COVID-19 pandemic, and the need for intensive academic and social-emotional support to mitigate the effects.
Strategies for Improving Student Attendance: Policies and Practice
The article highlights the significant impact of the COVID-19 pandemic on student attendance rates, particularly in the Los Angeles Unified School District (LAUSD), where chronic absenteeism surged to 46% compared to the pre-pandemic average of 19%. High absenteeism raises concerns about lower literacy rates and increased dropout rates. The Hanover Research member district is collaborating with Hanover to reassess attendance policies through evidence-based, nonpunitive practices that include positive behavior supports and incentives. The recommendations emphasize a data-driven approach, understanding perceptions of attendance barriers, and implementing initiatives to foster supportive relationships between students, parents, and educators. The article also discusses key findings regarding chronic absenteeism, its barriers, and positive school environments. The case studies show districts incorporating holistic approaches, such as tiered interventions, to address attendance issues.
The Current State of School Climate in Public Schools
This article summarizes findings from a national dataset of Climate Survey results by Hanover Research, focusing on academic, school/building, social, and inclusiveness themes. At the primary school level, there is strong agreement among parents and staff that the school and teachers aim for student success, while at the secondary level, fewer parents and students share this perception. Notable gaps exist in perspectives on instructional support between primary school teachers and parents. The emotional climate in primary schools is generally positive, while bullying and harassment are reported at both primary and secondary levels, with physical appearance being a common target. Inclusiveness and transparency in decision-making are identified as areas for improvement at both district and school levels.
Skipping School: American's Hidden Education Crisis
The article discusses the hidden education crisis in America, focusing on the significant increase in absenteeism since the COVID-19 pandemic. With limited government intervention, some schools have turned to private companies like Concentric Educational Solutions to address the issue. The company employs professionals like Shepria Johnson, who make home visits to understand the reasons behind students missing school and work with families to improve attendance. Chronic absenteeism has become a widespread problem, leading to various consequences such as declining academic performance, mental health issues, and increased youth violence. Concentric's approach involves direct intervention and support, gaining traction amid the education crisis.
Using Chronic Absence Data to Improve Conditions for Learning
The article emphasizes the importance of reducing chronic absence in schools by creating positive learning environments. It highlights that when schools provide engaging, supportive, and culturally responsive conditions, families are more likely to ensure their children attend consistently. Chronic absence, defined as missing 10 percent or more of school, is identified as a warning sign for academic struggles, with nearly 8 million students affected in the 2015-16 school year. The data on chronic absence can be used by policymakers and community partners to allocate resources and address inequities in conditions for learning. The article also provides a framework for using chronic absence data to improve attendance and conditions for learning, citing case studies from Georgia and Cleveland as examples of successful interventions.
Preventing Missed Opportunity: Taking Collective Action to Confront Chronic Absence
The article highlights the alarming issue of chronic absence in the United States, as revealed by the first-ever national data set released by the U.S. Department of Education. More than 6.5 million students, approximately 13 percent, missed three or more weeks of school during a single year, posing a significant threat to their academic achievement and graduation prospects. Disproportionate impacts were observed among students from communities of color and those with learning disabilities. The report emphasizes the need for a comprehensive, tiered approach to address chronic absence, with prevention, early intervention, and strategic partnerships being key components. Successful initiatives from various locations are cited as examples, and the report urges states and districts to invest in consistent data collection, use data to target resources, and create shared accountability to confront chronic absence collectively.
Chronic Absence: A Sign to Invest in Early Learning
The article emphasizes the importance of educators collaborating to address chronic absence, as individualized interventions quickly become overwhelming and unsustainable. Instead, investing in tier 1 practices can prevent a large number of students from becoming chronically absent. Educators who model strong social-emotional competencies, are culturally responsive, integrate social-emotional learning into teaching, and provide non-judgmental feedback are essential in reducing student disengagement. By understanding root causes and providing support, educators can create engaging environments that support attendance and overall student success. The article concludes with four key messages challenging false assumptions about chronic absence, highlighting the need for collective responsibility, supportive school environments, and tailored support to address underlying causes effectively.
Ballooning Chronic Absenteeism Requires State Intervention
A nationwide analysis of 2021-22 federal data by Attendance Works and Johns Hopkins’ Everyone Graduates Center reveals a significant increase in chronic absenteeism across schools and districts in every state. With at least 10% of schools reporting chronic absenteeism, the majority of districts are affected, highlighting the need for urgent action from state agencies and policymakers. While traditionally a district-level concern, the unprecedented post-pandemic levels of chronic absenteeism call for broader state-level interventions. Strategies to address the issue include providing timely data, promoting awareness, avoiding punitive measures, and offering evidence-based approaches to improve attendance, especially in schools serving students in poverty. While there are signs of improvement, chronic absenteeism remains at unprecedented levels, requiring sustained efforts to restore pre-pandemic levels of student engagement and attendance.
Are We Thinking About Absenteeism Wrong? What it Takes to Keep Kids in School
The editorial highlights the widespread issue of student absenteeism, prompting discussions among administrators about various strategies to address it. While efforts focus on getting students back to school, deeper questions arise about the relevance and engagement within traditional education models. Factors such as changes in learning during the pandemic, societal issues, and technological distractions contribute to student disengagement. The author advocates for a shift towards adaptive leadership that prioritizes understanding and addressing systemic issues to create more engaging learning environments.
Students Are Making a 'Surprising' Rebound from Pandemic Closures. But Some May Never Catch Up.
A national study reveals that elementary and middle school students in the US have made progress since the pandemic-induced school closures in 2020 but are still far from fully recovering academically. While students have regained about a third of their lost math skills and a quarter of their lost reading skills, many are not expected to catch up before federal aid expires. The study highlights an uneven recovery, with students from poorer districts facing greater challenges and widening inequality. Strategies such as increased instructional time, tutoring, and addressing students' mental health have shown promise in aiding recovery, but the pace of national progress remains insufficient, raising concerns about long-term economic and social impacts.
Proof Points: The Chronic Absenteeism Puzzle
The article discusses the persistent issue of chronic absenteeism in schools, which has worsened during the pandemic, with about 30% of students missing significant portions of the school year. Despite this alarming trend, only 15% of public school leaders express extreme concern about student absences. Chronic absenteeism affects not only academic performance but also disrupts classroom dynamics and teaching pace. The article highlights the discrepancy between daily attendance rates and chronic absenteeism, emphasizing the need for better monitoring and intervention strategies by school leaders, as well as collaboration with parents to address the underlying reasons for student absences.